Education and Inequality in India: A Classroom View. Routledge Contemporary South Asia Series

Autor/inn/en	Majumdar, Manabi; Mooij, Jos
Titel	Education and Inequality in India: A Classroom View. Routledge Contemporary South Asia Series
Quelle	(2011), (208 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4154-9534-9
Schlagwörter	Foreign Countries; Social Class; Social Discrimination; Equal Education; Access to Education; Elementary Education; School Segregation; State Action; Educational Policy; Teaching Methods; Textbooks; Activism; Professional Autonomy; Accountability; Elementary School Teachers; Teacher Characteristics; Teacher Student Relationship; India + Suchen Sie Ihr Suchwort? Ausland; Social classes; Soziale Klasse; Soziale Benachteiligung; Soziale Schließung; Education; Access; Bildung; Zugang; Bildungszugang; Elementarunterricht; Staatliche Intervention; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Aktivismus; Politischer Protest; Berufsfreiheit; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Indien
Abstract	Universalization of primary education has been high on the policy agenda in India. This book looks at the reproduction of social inequalities within the educational system in India, and how this is contested in different ways. It examines whether the concept of "education for all" is just a mechanically conceived policy target to chasing enrolment and attendance or whether it is a larger social goal and a deeper political statement about the need for attacking entrenched social inequalities. Drawing on original data collected in the two states of Andhra Pradesh and West Bengal, the authors present the multiple ways in which social class impinges on the educational system, educational processes and educational outcomes. The book goes on to explore issues around autonomy and accountability via an analysis of the position of teachers within the educational hierarchy, and by looking at the various possibilities of making teachers accountable. Recommendations related to the necessity for a larger debate and normative framework are made, including whether private schools should play a role, and whether it is necessary to move from government action and responsibilities to a broader concept of public action. The book presents in interesting contribution for students and scholars of South Asian studies, as well as Education and Public Policy studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10